Patient-Centered Models of Care: Closing the Gaps in Physician Readiness

General Internists as Change Agents: Opportunities and Barriers to Leadership in Health Systems and Medical Education Transformation

“…5,7,24,25 The HSS pillar coalesces previously disconnected competencies to better align trainees' education with the needs of the patients whom they will serve, including population health, social determinants of health, high-value care, leadership, teamwork, and collaboration. 4,7,[26][27][28][29] These competency areas are all connected by systems thinking, or the body of knowledge, theory, and tools that allows for the seeing of interrelationships amongst elements, patterns of change, and structures underlying complex situations to produce desired outcomes (Table 1). 7,32,33 Similar to several other US medical schools, the Penn State College of Medicine has addressed this curricular challenge at every level from UME through CME, with authentic early experiences, classroom learning, practical application in patient care, and mentored projects.…”

“…26 This synthesis of newly appreciated, reprioritized, and system-aligned foundational competencies is quickly becoming central to how we care for patients and populations and is in the process of disrupting and reshaping traditional approaches to medical education and patient care. 27,37 This movement is gathering steam, and the groundwork is being laid for substantive integration of HSS knowledge into National Board of Medical Examiners board examinations and other high-stakes assessments. The emergence of HSS as a critical link in how we learn and practice is one of the major stories in healthcare, and GIM physicians are ideally positioned to create, support, and lead from UME through CME.…”

Factors that may promote the learning of person-centred care: an ethnographic study of an implementation programme for healthcare professionals in a medical emergency ward in Sweden

“…To improve relations within the healthcare system it is important for all actors, including the physicians, to understand the reasons for this resistance. Studies of the contexts in which this resistance occurs have recently started to emerge (Snell et al 2011 ; Chang and Ritchie 2015 ; Bååthe 2016 ). This study makes an important contribution to the literature by showing that contrary to the careers’ and managers’ preconceptions, the physicians did show a cautious interest in person-centred care.…”

Why we need to teach leadership skills to medical students: a call to action

“…Orienting students to leadership across the curricula by using the word ‘leadership’15 to refer to team work skills building will also help to form students’ health professional identity and drive students’ values towards leadership as an everyday role. This is essential in promoting patient-centred values and encouraging innovative thinking for quality improvement and patient safety 31. Further, it is recommended that the foundations of leadership be practically taught via cases of clinicians in leadership practice, with a clear message that leadership is essential for a clinician to manage evolving demands in healthcare and the healthcare system 30…”